A. Teach the students subtext by writing the following line on the board:
“I have never seen anything like it before”
Ask for volunteers to read the line as though they were in the following situations: 1/ they have just seen a UFO 2/ they have just seen what the cat left behind after eating most of the mouse 3/ they are looking at their best friend's beautiful new bike 4/ they talking about a new concept learned in science class
Point out how there are cues to subtext when a person speaks, such as their tone of voice and the stress they place on words. Explain there are also cues to subtext/ inference in writing.
B. Activate prior knowledge by discussing the following: Are there rules that you must follow but you are not sure why? Remember a time when you waited in line for a long time. What was it like? Can you remember what you were thinking?
•During Reading: Read the first two stanzas to the class and discuss the visual images created by the author. Read the rest of the poem. Ask the students to read the poem again to themselves and choose words or phrases which stand out for them. Read the poem a second time with students reading their identified words and phrases along with you.
*Lead the students to understand that it is pedestrians who are waiting for the light to change. •After Reading: With your elbow partner, answer the following questions: What happens in the poem? How are the people in the poem feeling? Find and highlight at least three examples of phrases which depict this feeling. What would you do if you were in this situation? What is the author inferring about waiting? Or what is the author of this poem really saying about following rules without knowing why?
Expanding on the poem in other lessons:
This poem could easily be used to complete a choral reading. The teacher could also use the onomatopoeia in the second stanza to lead into anotherlesson on this topic. Students could work in groups to create their own onomatopoeia-rich poems. TRAFFIC LIGHT
by Shel Silverstein
The traffic light simply would not turn green
So the people stopped to wait
As the traffic rolled and the wind blew cold
And the hour grew dark and late.
Zoom-varoom, trucks, trailers,
Bikes and limousines,
Clatterin’ by-me oh my!
Won’t that light turn green?
But the days turned weeks, and the weeks turned months
And there on the corner they stood,
Twiddlin’ their thumbs till the changin’ comes
The way good people should
And if you walk by that corner now,
You may think it’s rather strange
To see them there as the hopefully gaze
With the very same smile on their very same face
As they patiently stand in the very same place
Shared Reading – Grade 4 to Grade 6 1 © Queen's Printer for Ontario, 2005
Shared Reading – 5-Day Lesson Plan
Poetry Grade 6
Key Understandings:
What key understanding am I trying to instil in my students?
The focus of this lesson is inference. I will discuss inference with the class. In literature this is often referred to as subtext. I will show the students one line examples of sub-text. We will complete a think aloud reading of the poem “Traffic Light” by Shel Silverstein. Students will answer questions and decode the text.
Assessment:
How will I know when my students are successful?
Understanding inference will help the junior learner to become a critical thinker. They will be able to successfully draw inferences from a poem.
Prior Knowledge:
What prior knowledge do my students need in order to be successful with this lesson's
focus?
The students need to understand the vocabulary in the text. They should be aware of several conventions of poetry such as rhyme scheme, rhythm, and structure.
Teaching Focus / Curriculum Expectations:
What will I teach? Which expectations will I address?
Students will: read independently and as a group, make inferences, question and reflect on a poem
Teaching Strategies:
How will I teach this?
Comprehension Strategies: discussion and teacher modelling of inference, students will determine the subtext or inference of one line statements
Graphic Organizers: students will decode phrases used to create inferences in the text using highlighters
Collaborative Learning Strategies: Students will answer the refection questions in groups.
Materials/Preparation for Teaching:
What do I need to know, have, and be able to do before I can begin the lesson?
A large copy of the poem at the front of the class
contexts for one line subtext introductory activity written out on cue cards
Reflection questions ready to be posted after the class reads the poem
Copies of the poem in large font and with wide margins. There should be enough for each elbow partner pair.
Differentiated Instruction:
How can I assure that all my students are learning?
The poem will be read aloud and silently. Students will be paired strategically. Give students who need enrichment more poems to read.
Instruction:
• Before Reading:
A. Teach the students subtext by writing the following line on the board:
“I have never seen anything like it before”
Ask for volunteers to read the line as though they were in the following situations:
1/ they have just seen a UFO
2/ they have just seen what the cat left behind after eating most of the mouse
3/ they are looking at their best friend's beautiful new bike
4/ they talking about a new concept learned in science class
Point out how there are cues to subtext when a person speaks, such as their tone of voice and the stress they place on words. Explain there are also cues to subtext/ inference in writing.
B. Activate prior knowledge by discussing the following:
Are there rules that you must follow but you are not sure why?
Remember a time when you waited in line for a long time. What was it like? Can you remember what you were thinking?
• During Reading:
Read the first two stanzas to the class and discuss the visual images created by the author.
Read the rest of the poem.
Ask the students to read the poem again to themselves and choose words or phrases which stand out for them. Read the poem a second time with students reading their identified words and phrases along with you.
*Lead the students to understand that it is pedestrians who are waiting for the light to change.
• After Reading:
With your elbow partner, answer the following questions:
What happens in the poem?
How are the people in the poem feeling? Find and highlight at least three examples of phrases which depict this feeling.
What would you do if you were in this situation?
What is the author inferring about waiting? Or what is the author of this poem really saying about following rules without knowing why?
Expanding on the poem in other lessons:
This poem could easily be used to complete a choral reading.
The teacher could also use the onomatopoeia in the second stanza to lead into another lesson on this topic. Students could work in groups to create their own onomatopoeia-rich poems.
TRAFFIC LIGHT
by Shel Silverstein
The traffic light simply would not turn green
So the people stopped to wait
As the traffic rolled and the wind blew cold
And the hour grew dark and late.
Zoom-varoom, trucks, trailers,
Bikes and limousines,
Clatterin’ by-me oh my!
Won’t that light turn green?
But the days turned weeks, and the weeks turned months
And there on the corner they stood,
Twiddlin’ their thumbs till the changin’ comes
The way good people should
And if you walk by that corner now,
You may think it’s rather strange
To see them there as the hopefully gaze
With the very same smile on their very same face
As they patiently stand in the very same place
And wait for the light to change.